The role of Historically Black Colleges and Universities in the inclusion and education of Hispanic nursing students

ABNF Journal, The, May-June, 2004 by Laura McQueen, Lynn Zimmerman

Sleeter, Gutierrez, New, and Takata (1995), also describe the Euro-centrism of American school systems. The authors explain how schools regularly test students for mastery of subjects presented, followed with rank ordering of students, and ending with sorting and selecting into groups for various instructional tracks. To succeed, one must become familiar with this equation for success in order to leave school well prepared for the best colleges and life's opportunities. Such "institutional racism"(Sleeter, Gutierrez, New, Takata, 1995, p. 150), does not overtly deny individuals access to instruction, but schools are organized in such a way that white students will benefit the most. Dowell's article on recruitment and retention of minority nursing students also points out that restrictive admission policies, student alienation, faculty attitudes, and faculty inadequacies in meeting minority students needs have all contributed to the lack of student minorities on college campuses (Dowell, 1996). These factors, along with the strong focus on NCLEX-RN exams, not only present barriers to minority students' recruitment to nursing programs, but also to their success once enrolled in the program, denying the healthcare field the expertise of willing and caring health care professionals.

Historically black schools of nursing are aware of the need for special services for minority students. Likewise, faculty members are aware of the need for their students to meet the requirements and understand the language of standardized nurse testing on the NLCLEX RN exam. In response to student needs, specific programs have been designed and are in place to assist students with remediation in math, sciences, reading and writing skills. Additionally, nursing students are receiving remediation in specific nursing content and toward the development of critical thinking skills for nursing. During their senior year, nursing students participate in an NCLEX review courses offered by the college to prepare for this final exam. Meanwhile, students are actively engaged with the faculty in identifying areas of difficulty and receive the support, information, and encouragement needed to be successful with standardized testing. The close knit community in an HBCU nursing program creates an atmosphere of trust and care that is often the cornerstone to students gaining that extra piece needed to "get in the testing game".

Nursing faculty at HBCU nursing programs are equally involved in assisting students in their classroom learning and tests given in nursing. These faculty advisors meet frequently and individually with students and are instrumental in keeping students in the group. This group is a family in a community lending support to each other as faculty and nursing students jointly navigate the difficulties minority students encounter "breaking" into healthcare as Registered Nurses while struggling to overcome obstacles in language, culture, and racial discrimination are strong barriers to the success of minority students, historically black schools have strong evidence of what is needed to educate and move minorities toward a career in nursing. These schools of nursing are models for the successful integration of minorities into nursing and are the best examples of how to attract and keep minorities in nursing.